Attentional Bias for Exercise-Related Images     

Tanya R. Berry  John C. Spence  Sean M. Stolp 《Research quarterly for exercise and sport》2013,84(2):302-309

Abstract

This research examined attentional bias toward exercise-related images using a visual probe task. It was hypothesized that more-active participants would display attentional bias toward the exercise-related images. The results showed that men displayed attentional bias for the exercise images. There was a significant interaction of activity level by gender, and simple slopes analysis showed that active women displayed attentional bias toward the exercise-related images and inactive women displayed attentional bias toward the control images. A similar analysis with explicit attention to the pictures as the outcome variable was not significant. These findings confirm that attention for exercise-related images can be captured automatically regardless of whether people report they are attending to them.  相似文献   

Course Format and Student Learning Styles: A Comparison of Political Science Courses     

Betcy Jose  Michael Berry  Leah Andrews 《The American journal of distance education》2013,27(4):262-275

ABSTRACT

This study investigates whether differences in learning styles exist between students in online and face-to-face (FTF) sections of political science courses taught by three instructors. Some studies suggest that student preferences regarding online or FTF formats are influenced by their preferred modes of learning. Independent learners, for example, may prefer online courses since they provide individualistic opportunities to study outside of the traditional classroom. This study uses original survey data to assign students one of six learning styles in order to assess whether independent learners are more common in online courses. Our analysis finds no significant differences in independent learners when comparing the two formats. This finding runs counter to studies that argue that independent learners tend to prefer online courses. In fact, the only learning style where we observe a meaningful difference among online and FTF formats is among dependent learners. Contrary to expectation, students enrolled in online versions demonstrated a greater tendency toward dependent modes of learning. Further survey responses suggest that student lifestyle drove course format selection rather than learning style. These findings have important implications for universities that increasingly turn to online courses to address decreasing enrollments and attempt to remedy the high attrition rates associated with those courses.  相似文献   

Beyond strategies: teacher beliefs and writing instruction in two primary inclusion classrooms     

Berry RA 《Journal of learning disabilities》2006,39(1):11-24

Links between teachers' pedagogical beliefs and teaching practices were investigated with respect to process writing instruction. Participants included 5 teachers, 44 general education students, and 23 special education students in 2 elementary multi-age inclusion classrooms. Findings suggested that, although the teachers shared similar views on inclusion and were convinced of the uniqueness of their respective instructional approaches, they nuanced their writing instruction to conform to their implicit theories about teaching, learning, and disability. One set of teachers believed that the writing "breakdowns" of students with disabilities required a structural approach-sequenced, individualized, phonics-based instruction targeting individual performance levels. Another set of teachers advocated a relational approach, wherein students with disabilities are "protected" and "empowered" in learning communities characterized by shared activities, student choice, and interpersonal communication.  相似文献   

‘Full and open access’ to scientific information: an academic's view     

R. Stephen Berry 《Learned Publishing》2000,13(1):37-42

Stimulated by the potential of electronic distribution of information, discussions, sometimes rather tense, about the ownership and proprietary rights to scientific publications have generated something of a polarization of the communities that have stakes in this issue. There are some ‘middle‐grounders’, but the intensity of the discourse has made them less visible than the spokesmen for the extremes. In this forum, we examine these positions and then present a case for a specific policy, in light of the views of the parties.  相似文献   

Evaluating the structure of the Mathematics Teacher Questionnaire: A measure of exposure to mathematics instructional practices and content     

Erin R. Ottmar  Timothy R. Konold  Robert Q. Berry  David W. Grissmer  Claire E. Cameron 《Learning Environments Research》2014,17(1):127-138

Psychometric properties of 24 items from the fifth grade Early Childhood Longitudinal Study-Kindergarten Cohort Mathematics Teacher Questionnaire were investigated in a sample of 5,181 participants. These items asked teachers to report how often they had their classroom students engage in different mathematics content, skills and instructional practices. Exploratory factor analyses were employed to evaluate the underlying factor structure of the selected items. Results suggest that these items effectively measure three distinct latent constructs that are specific to mathematics instruction: Instructional Practices for Teaching Mathematics, Developing Number Sense, and Beyond Number Sense. These results support the use of this instrument as a guide for research and policy, or to inform teacher curriculum decisions.  相似文献   

Critical Friends,Collaborators and Community in Self-Study     

Mandi Berry  Tom Russell 《Studying Teacher Education》2014,10(3):195-196

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5. Radio and Television     

Robert Goldberg  Gerald Jay Goldberg  Betty Houchin Winfield  Nicholas O. Berry  Phyllis Leslie Abramson  Donna Lee Dickerson 《Communication Booknotes Quarterly》2013,44(1):22-26

ANCHORS: BROKAW, JENNINGS, RATHER AND THE EVENING NEWS by Robert Goldberg and Gerald Jay Goldberg (New York: Birch Lane/Carol Publishing, 1990—$19.95, ISBN 1-55972-019-0, 399 pp.)

FDR AND THE NEWS MEDIA by Betty Houchin Winfield, 1990—$34.95, ISBN 0-252-01672-6, 276 pp.) takes a broad view of the legendary president and his administration's varied relations with the press throughout his presidency (1933-45)

FOREIGN POLICY AND THE PRESS: AN ANALYSIS OF THE NEW YORK TIMES' COVERAGE OF U.S. FOREIGN POLICY by Nicholas 0. Berry (Westport, CT: Greenwood Press, 1990—$39.95, ISBN 0-313-27419-3, 184 pp.)

SOB SISTER JOURNALISM by Phyllis Leslie Abramson (Westport, CT: Greenwood Press, 1990—$35.00, ISBN 0-313-26513-5, 144 pp.)

THE COURSE OF TOLERANCE: FREEDOM OF THE PRESS IN NINETEENTH–CENTURY AMERICA by Donna Lee Dickerson (Westport, CT: Greenwood Press, 1990—$45.00, ISBN 0-313-27534-3, 272 pp.)  相似文献   

Variations in the assessment of acculturation attitudes: Their relationships with psychological wellbeing     

John W. Berry  Colette Sabatier 《Int J Intercult Relat》2011,35(5):658-669

The concept of acculturation attitudes refers to the various ways that acculturating individuals prefer to live with the two cultures that they are in contact with. In the original acculturation attitudes framework, Berry proposed a two-dimensional structure. The two dimensions were: to what extent do acculturating individuals prefer to maintain their heritage culture and identity; and to what extent do people wish to have contact with others outside their own group, and participate in the larger society. When these two dimensions are crossed, four ways of acculturating can be distinguished: assimilation, integration, separation, marginalisation. The first goal of this paper is to use other ways of operationalising these two dimensions to discover the resultant variations in the classification of individuals into the four ways of acculturating. The second goal is to see whether these variations in classifying ways of acculturation lead to different relationships with immigrants’ psychological wellbeing. We examine both questions using data from immigrant youth in Montreal and Paris, and conclude that different operationalisations of these two dimensions do yield some important variations in classification. There are also variations across these ways of assessing acculturation attitudes in their relationships with the psychological wellbeing of immigrant youth. Moreover, these variations are amplified when taking into account the society into which immigrant youth have settled. The general conclusions are that it does matter how and where acculturation attitudes are assessed, and that these variations impact the degree of psychological adaptation of immigrant youth.  相似文献   

The Effect of Addition and Subtraction Practice within a Word-Problem Intervention on Addition and Subtraction Outcomes     

Sarah R. Powell  Syeda Sharjina Akther  Na Young Yoon  Katherine A. Berry  Carmen Nemcek  Anna-Maria Fall  Greg Roberts 《Learning disabilities research & practice》2023,38(3):182-198

This study examined the influence of addition and subtraction practice embedded within a word-problem intervention for Grade 3 students experiencing word-problem difficulty. Students (N = 448) were randomly assigned to one of two variants of a word-problem intervention or a business-as-usual comparison condition. Within the word-problem interventions, students participated in targeted addition and subtraction fact and computation practice for approximately 3 minutes of each 30-minute session across 47 intervention sessions, but also continually practiced addition and subtraction through word-problem solving. At posttest, students who participated in the intervention demonstrated improved single-digit addition and subtraction performance as well as improved double-digit addition and subtraction performance. At follow-up in Grade 4, persistence of effects was only identified for double-digit addition. Considering addition and subtraction are foundational to many other mathematics skills, addition and subtraction practice serves as an important component of mathematics intervention.  相似文献   

Wise words: how Susan Isaacs changed parenting,by Caroline Vollans     

Berry Mayall 《History of education》2019,48(3):418-420

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